Practice Reports

Leveraging intercultural dialogue and collaborative learning to promote interpersonal and patient care competencies

Authors

DOI:

https://doi.org/10.21827/jve.7.41432

Keywords:

intercultural dialogue framework, mental health, interpersonal, virtual exchange, collaborative learning

Abstract

This paper describes the virtual exchange (VE) between universities in the U.S. and in the West Bank, Occupied Palestinian Territories (oPt). The VE aimed at developing students’ interpersonal and patient health care practitioner communication skills through an intercultural dialogue framework. With this objective in mind, the program was designed to employ elements of both intercultural dialogue and team-based approaches to VE. Over the course of four weeks, students and facilitators met weekly via Zoom. During these live sessions, 26 students within their teams were engaged in a number of activities to share and learn about each other’s identities and cultural perceptions of mental health and practiced intercultural dialogue communication skills. Students also had to work collaboratively to explore different mental health case studies and how they are perceived within their communities through local interviews. The VE took into consideration the sociopolitical context of the students living under occupation, creating space for the participants to learn about one another’s daily lived reality including engaging in ad hoc dialogues on unexpected events happening in one of the countries. Data was collected through students’ reflections. Thematic analysis of the reflections revealed that the students reported interpersonal skills development and a culturally enriching experience for both the U.S. and West Bank, oPt students. Based on the findings a number of practical implications were drawn, including having a flexible program plan, facilitators meeting on a regular basis during the implementation phase and collecting students’ feedback throughout the program.

Author Biographies

Maysa Abuzant, An-Najah National University

Maysa Abuzant is an English lecturer at An Najah National University with a PhD in Teaching and Learning. She specializes in TESOL and virtual exchange. She has co-designed Collaborative Online International Learning (COIL) projects, fostering cross-cultural student connections. Her research explores language learning, academic emotions, and global educational practices.

Melissa Ann Labuda, Penn State Scranton

Melissa Labuda, Assistant Teaching Professor at Penn State Scranton, holds a PhD in General Psychology from Capella University. With over 20 years in human services and 12 years as a marriage and family therapist, her research focuses on love online, love in literature, and Collaborative Online International Learning (COIL).

Alia Gilbrecht-Hindi, An-Najah National University

Alia Gilbrecht-Hindi is the director of Virtual Exchange and Innovative Partnerships, Head of US Relations and Coordinator of Debate Education at An-Najah National University. She founded Virtual Exchange (VE) and Collaborative Online International Learning (COIL) at An-Najah National University in the Occupied West Bank, solidifying the university's leadership in equitable VE practices. 

Published

2024-12-19

Issue

Section

Practice Reports